Exploring Equitable Partnerships Among Refugee Families and Early Childhood Educators

Abstract

Refugee children comprise half of the total world refugee population and face numerous complex challenges, including limited access to quality education. In this study, we explored family-professional partnerships between refugee families and early educators, specifically, we examined the challenges faced, and supports needed by early educators. Nine early educators participated in this iterative, qualitative study, completing a demographic form and engaging in two rounds of semi-structured interviews. Data analysis revealed that early educators encountered primary challenges such as language barriers, limited opportunities for interaction with families, and a lack of knowledge about families’ refugee status. Regarding the supports needed for developing partnerships, most early educators expressed a desire for communication-related assistance and training in culturally-sustainable practices. Implications of our results underscore the importance of teacher preparation programs equipping early educators with a deeper understanding of diverse cultural practices and refugee status to foster equitable partnerships.

Keywords

refugee families refugee children equitable family-professional partnerships

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